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Validity and Reliability Analyses of School Achievement Test in Disaster Readiness and Risk Reduction for Senior High School

Nucleilee T. Mariño, Dennis G. Caballes


This study was anchored from Item-Response Theory, which conducted an item analysis on the developed School Achievement Test (SAT) in Disaster Readiness and Risk Reduction for Senior High School learners. The study that employed descriptive-comparative research design utilized twenty-four Grade 12 learners taking up General Academic Strand (GAS) of Batch 2020 who took the subject during the second semester of the past school year, 2018-2019.

The researcher created 120-item test based on the desired learning competencies of the subject Disaster Readiness and Risk Reduction, a special core subject in the Senior High School Curriculum. The questions were subjected to validity and reliability analyses using different statistical formula: Mean, Standard Deviation, Standard Error of the Mean (SEM), Upper-Lower Formula, and Split-half reliability.

As a result of the analyses, the test obtained 72.58 mean score and 3.64 standard error measurement, and would expect 95% test takers test score to vary from 68.94 to 76.22 score. Also, an acceptable 0.818 reliability coefficient was obtained based on the reliability analysis. The item analysis result reveals that 51 items have difficulty index in the range of 0.3 to 0.7 and 69 items have discrimination index of greater than 0.2. In finality, 42 items should be retained, 27 items should be revised, and 51 items to be rejected.

Based on the results and conclusions drawn from the study, it is suggested that a more comprehensive validation process may be applied to further validate the developed SAT like item-bias analysis. Also, it is proposed that policies and standards regarding test construction and validation be implemented to produce valid, reliable and bias-free test items, which will serve as item banks.


Disaster Readiness and Risk Reduction, School Achievement Test, Test Reliability, Test Validity

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